Nor, in our own country, must we fail to take notice of the
establishment of School Boards. A generation hence we shall have a
reading public almost as numerous as in America; even the very lowest
classes will have acquired a certain culture which will beget demands
both for journalists and 'literary persons.' The harvest will be
plenteous indeed, but unless my advice be followed in some shape or
another, the labourers will be comparatively few and superlatively
inadequate.

I am well aware how mischievous, as well as troublesome, would be the
encouragement of mediocrity; and in stating these promising facts I have
no such purpose in my mind. On the contrary, there is an immense amount
of mediocrity already in literature, which I think my proposition of
training up 'clever Jack' to that calling would discourage. I have no
expectation of establishing a manufactory for genius--and indeed, for
reasons it is not necessary to specify, I would not do it if I could.
But whereas all kinds of 'culture' have been recommended to the youth of
Great Britain (and certainly with no limit as to the expense of
acquisition), the cultivation of such natural faculties as imagination
and humour (for example) has never been suggested. The possibility of
such a thing will doubtless be denied. I am quite certain, however, that
they are capable of great development, and that they may be brought to
attain, if not perfection, at all events a high degree of excellence.
The proof, to those who choose to look for it, is plain enough even as
matters stand. Use and opportunity are already producing scores of
examples of it; if supplemented by early education they might surely
produce still more.

There is so great and general a prejudice against special studies, that
I must humbly conclude there is something in it. On the other hand, I